Abstract

This paper is based on a master’s thesis that will be completed in the spring of 2017. Through critical realism, we will analyse the attitudes and priorities in design education in Norwegian primary schools. The aim of this article is to shed light on causal mechanisms which must be taken into consideration when developing new curricula. With professional terminology and concepts as a starting point, we will delve into selected public documents, white papers and curricula to determine how these texts affect teachers working in the field. This study has been set in context with what use of concepts can have in a social perspective, as well as what the academic field can contribute with in terms of future curricula and community building.